Worksheets and Files

Session 1

Distribute the “Fraction Circles” worksheets to each student.

Review with the students the value of each coin, from the nickel to the dollar. Write each coin’s value on the board as it is discussed.

Explain to students that coins and their values can be expressed as fractions. Since “cents” are units that make up a dollar, the portion of one whole dollar that any coin represents can be written as a fraction. For example, five cents is equal to 5/100.

Referencing the fraction circles, hold up the whole circle and compare it to one dollar. Ask the students to locate the image of the dollar coin and cut it out. On the back, direct them to write this coin’s value.

Hold up the image of a half dollar and ask the students to locate and point to this coin on their worksheet. Ask the students to cut out the image of the coin and write its value on the back.

Ask students how many fifty-cent coins are needed to make one whole dollar. On the back of the half-dollar image, direct the students to write the fraction represented by this coin.

Ask the students to locate and cut out the circle that shows this fraction. On each of the coin halves, the students should write “50¢.”

Repeat steps 5 through 7 for each of the other coins.

Session 2

Instruct the students to cut their fraction circles into the pie shapes that represent the particular fraction (the halves fraction circle will be in two parts, etc.). Tell them to make piles for the four different types of fractions as they cut.

Place students in pairs. Model the instructions to the game:

Students will assemble the “Coin Value Spinner.”

The object of the activity is to see who can create a whole unit or $1.00 first.

Students place their whole circle in front of them and take turns spinning the coin value spinner.

They then place the corresponding fraction piece onto their whole piece if they can. Players should trade for equal fraction parts—2 dimes (two one-tenths) and a nickel (a twentieth) for a quarter (a fourth), 2 quarters (fourths) for a half dollar (a half), etc.

The next player then spins and repeats the process detailed above.

Students take turns spinning, and the first person to create a whole unit or full dollar wins.

Differentiated Learning Options

For an optional activity players start with a whole unit ($1.00) and subtract the amount that they roll. This forces them to trade in larger fractions for smaller ones (1/2 for 5/10.) This may be more appropriate for fourth graders.

Student can also estimate and then check how many different combinations can make a whole unit ($1.00.)

Enrichments/Extensions

Divide the class into two teams and alternate asking fraction-related math questions (decide whether students can work as a group or can only answer if it’s their turn) allowing them to use the chalkboard to figure the problem. When a team gets an answer correct, they can spin/roll and add to their team’s fraction circle. Make sure that “trading down” becomes a part of the process: if a team fails to do so, the other team gets the turn.

Use the worksheets and class participation to assess whether the students have met the lesson objectives.

4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm, kg, g, lb, oz, l, ml, hr, min and sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table.

For example, know that 1ft is 12 times as long as 1in. Express the length of a 4ft snake as 48in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

2.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, eg, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

3.NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

3.NF.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

3.NF.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, eg, by using a visual fraction model

develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results;

develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience;

use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals; and

select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools.

Discipline: MathematicsDomain: 3-5 Number and OperationsCluster: Understand meanings of operations and how they relate to one another.Grade(s):
Grades 3–5
Standards:

In grades 3–5 all students should

understand various meanings of multiplication and division;

understand the effects of multiplying and dividing whole numbers;

identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems; and

understand and use properties of operations, such as the distributivity of multiplication over addition.

Discipline: MathematicsDomain: All Problem SolvingCluster: Instructional programs from kindergarten through grade 12 should enable all students toGrade(s):
Grades 3–5
Standards:

Build new mathematical knowledge through problem solving

Solve problems that arise in mathematics and in other contexts

Apply and adapt a variety of appropriate strategies to solve problems

Monitor and reflect on the process of mathematical problem solving

Discipline: MathematicsDomain: All RepresentationCluster: Instructional programs from kindergarten through grade 12 should enable all students toGrade(s):
Grades 3–5
Standards:

Create and use representations to organize, record, and communicate mathematical ideas

Select, apply, and translate among mathematical representations to solve problems

Use representations to model and interpret physical, social, and mathematical phenomena